n .] OX THE STUDY OF ZOOLOGY. 109 



illustrated for us some of the greatest truths of biology. 

 The student who has once seen for himself the facts 

 which I have described, has had their relations ex- 

 plained to him, and has clearly comprehended them, 

 has, so far, a knowledge of zoology, which is real and 

 genuine, however limited it may be, and which is worth 

 more than all the mere reading knowledge of the science 

 he could ever acquire. His zoological information is, so 

 far, knowledge and not mere hearsay. 



And if it were my business to fit you for the certi- 

 ficate in zoological science granted by this department, 

 I should pursue a course precisely similar in principle 

 to that which I have taken to-night. I should select a 

 fresh-water sponge, a fresh-water polype or a Cyan(Be, 

 a fresh-water mussel, a lobster, a fowl, as types of the 

 five primary divisions of the animal kingdom. I should 

 explain their structure very fully, and show how each 

 illustrated the great principles of zoology. Having 

 gone very carefully and fully over this ground, I should 

 feel that you had a safe foundation, and I should then 

 take you in the same way, but less minutely, over 

 similarly selected illustrative types of the classes ; and 

 then I should direct your attention to the special forms 

 enumerated under the head of types, in this syllabus, 

 and to the other facts there mentioned. 



That would, speaking generally, be my plan. But 

 I have undertaken to explain to you the best mode of 

 acquiring and communicating a knowledge of zoology, 

 and you may therefore fairly ask me for a more de- 

 tailed and precise account of the manner in which 

 should propose to furnish you with the information I 

 refer to. 



My own impression is, that the best model for all 

 kinds of training in physical science is that afforded 

 by the method of teaching anatomy, in use in the 

 o 



